September 10, 2025Cerdika Jurnal Ilmiah IndonesiaOpen Access

Evaluating Cognitive Levels of Reading Comprehension Questions in Ninth Grade English Textbooks Using Revised Bloom’s Taxonomy

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AMArka Marlino

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Implication

Qualitative content analysis evaluates cognitive levels of reading comprehension, revealing that lower-order thinking skills dominate in textbook questions.

Key Points

Thirty-six percent of reading comprehension questions promote higher-order thinking skills, which is concerning.
The analysis of 60 textbook questions shows that 63.33% target lower-order cognitive skills, like remembering and applying.
Employing qualitative content analysis across multiple textbook units, this research highlights an imbalance in question types.
This study suggests that improving textbook questions can enhance students' critical thinking and problem-solving capabilities.

Cite This Study

Arka Marlino (2025) studied this question.

synapsesocial.com/papers/68c23bd7b210217d647870c8 https://doi.org/10.59141/cerdika.v5i8.2795

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Implication

Qualitative content analysis evaluates cognitive levels of reading comprehension, revealing that lower-order thinking skills dominate in textbook questions.

Evaluating Cognitive Levels of Reading Comprehension Questions in Ninth Grade English Textbooks Using Revised Bloom’s Taxonomy

Discussion

Member takes

Implication

Key Points

Cite This Study

Evaluating Cognitive Levels of Reading Comprehension Questions in Ninth Grade English Textbooks Using Revised Bloom’s Taxonomy

Discussion

Member takes

Implication

Key Points

Cite This Study

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Also Consider